健康中国视域下全科医学专业以提升执业能力为导向的预防医学教育探索  

Exploration of preventive medicine education guided by improving professional ability of general medicine undergraduates in the perspective of Healthy China

作　　者：高金霞[1] 李秀元 孙立新 李晓霞[1] 牛莹莹[1] 刘凤海[1] 关红军[1] 杨凤华[1] 杨勇[1] GAO Jin-xia;LI Xiu-yuan;SUN Li-xin;LI Xiao-xia;NIU Ying-ying;LIU Feng-hai;GUAN Hong-jun;YANG Feng-hua;YANG Yong(*School of Public Health,Mudanjiang Medical College,Mudanjiang,Heilongjiang 157011,China)

机构地区：[1]牡丹江医学院公共卫生学院,黑龙江牡丹江157011 [2]牡丹江医学院附属红旗医院 [3]牡丹江医学院教务处

出　　处：《现代预防医学》2022年第5期951-955,共5页Modern Preventive Medicine

基　　金：黑龙江省高等教育教学改革项目(SJGY20190708,SJGY20200746);黑龙江省教育科学“十三五”规划课题(GJC1318113,GJB 1320377)。

摘　　要：目的探索促使学生执业能力全面提升的预防医学教育路径,以满足健康中国新形势下医学人才培养的需求。方法将我校全科医学专业学生按教学模式不同分为教改组(n=93)和对照组(n=300),教改组采用以"执业能力"为导向的教学模式,以《社区预防与保健》课程为切入点进行教学改革,联合临床实践能力强化训练,重点培养学生评判性思维能力、临床预防服务能力和临床实践操作能力;对照组采用传统教学模式,并将两组学生的执业能力进行全面评价。结果两组学生学习前评判性思维水平无差别(t=0.805,P=0.422),实习后评判性思维水平教改组高于对照组(t=8.200,P<0.001);学生评判性思维能力在寻求真相(t=7.454,P<0.001)、开放思想(t=7.152,P<0.001)、分析能力(t=13.134,P<0.001)、自信心(t=12.645,P<0.001)、求知欲(t=8.956,P<0.001)及认知成熟度(t=8.708,P<0.001)、系统化能力(t=8.944,P<0.001)七个维度方面进行比较,教改组均高于对照组;学生在主动学习(χ^(2)=16.954,P<0.001)、处理信息(χ^(2)=12.132,P<0.001)、拓宽知识面(χ^(2)=4.584,P=0.032)、公共卫生技能操作(χ^(2)=18.203,P<0.001)、理论联系实践(χ^(2)=17.482,P<0.001)、分析解决问题能力(χ^(2)=17.275,P<0.001)及预防思维模式建立(χ^(2)=9.700,P=0.002)方面,教改组优于对照组;两组学生的病例分析(t=17.179,P<0.001)、病历书写(t=2.611,P=0.009)、实践操作考核(t=10.988,P<0.001)及病例答辩(t=17.161,P<0.001)成绩比较,教改组优于对照组。结论以"执业能力"为导向的预防医学精准教育模式,促进了学生执业能力的全面提升,更适合健康中国战略规划下人才培养的需求。Objective To explore the path to improve the practice ability of general medical students to meet the needs of medical personnel training under the new situation of healthy China.Methods General medicine undergraduates in our school were divided into teaching reform group(n=93)and control group(n=300)according to the teaching mode.The teaching reform group adopted the"practice ability-oriented"teaching model,and the course of"Community Prevention and Health Care"as the starting point for teaching reform was combined with clinical practice ability intensive training,focusing on cultivating students’critical thinking ability,clinical prevention service ability and clinical practice operation ability.The control group adopted the traditional teaching model,and the practicing ability of the students in the two groups was fully evaluated.Results There was no difference in the critical thinking level before learning(t=0.805,P=0.422),and the overall teaching level of critical thinking after the internship was higher than that of the control group(t=8.200,P<0.001).Students’critical thinking ability was compared in seven dimensions:seeking truth(t=7.454,P<0.001),open thought(t=7.152,P=0.001),analytical ability(t=13.134,P<0.001),self-confidence(t=12.645,P<0.001),thirst for knowledge(t=8.956,P<0.001)and cognitive maturity(t=8.708,P<0.001),systematic ability(t=8.944,P<0.001).The teaching reform group performed better than the control group.Students taught were better than control groups in active learning(χ^(2)=16.954,P<0.001),processing information(χ^(2)=12.132,P<0.001),broadening knowledge(χ^(2)=4.584,P=0.032),public health skills operation(χ^(2)=18.203,P<0.001),theoretical contact practice(χ^(2)=17.482,P<0.001),analytical problem solving ability(χ^(2)=17.275,P<0.001),and preventive thinking mode establishment(χ^(2)=9.700,P=0.002).In the aspects of case analysis(t=17.179,P=0.001),case writing(t=2.611,P=0.009),practice operation assessment(t=10.988,P<0.001)and case defense(t=17.161,P<0.001),teaching reform group

关 键 词：健康中国 预防医学 执业能力 教育探索 

分 类 号：R641[医药卫生—外科学] R-4[医药卫生—临床医学]